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ID:
137921
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| Summary/Abstract |
Travel for educational purposes, once the privilege of the upper class, has become a global mass phenomenon in recent years. This special issue examines, within different cultural and historical contexts, the close relationship between migration, education and social mobility. Adopting the perspective that education includes a broad range of formative experiences, the articles explore different educational trajectories and the local, regional and transnational relations in which they are embedded. Three key issues emerge from the analyses: firstly, the central role of temporality in terms of both the overall historical conditions and the specific biographical circumstances shaping educational opportunities; secondly, the complex agendas informing individuals’ migration and the adjustment of these agendas in the light of the vagaries of migrant life; and thirdly, the importance of migrants’ self-perception as ‘educated persons’ and the invention of new, and the maintaining of old, identities that this involves.
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| 2 |
ID:
168827
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| Summary/Abstract |
This article focuses on conditions of prolonged uncertainty for people residing in a squatter settlement, a sukumbasi basti, in Kathmandu and the role assigned to the state in this. Inspired by theoretical debates on urban governmentality and based on longitudinal ethnographic fieldwork, the article shows how the threat of eviction has resulted in a permanent state of uncertainty, but also a pragmatic acceptance of the state of affairs which, over the years, has contributed to fostering a strong sense of belonging to the area.
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| 3 |
ID:
168820
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| 4 |
ID:
137926
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| Summary/Abstract |
There is no significant history of migration from Nepal to Denmark, but the post-conflict situation in Nepal and the expansion of an international, commercialised education market have resulted in a significant number of Nepalese students in Denmark. This article argues, first, that the current forms of student migration from Nepal must be examined within the context of broader class-based mobility practices and the consolidation of a relatively new middle-class in Nepal. Second, it examines the significance of education and educated status for people’s claims to belong to the middle-class in a transnational context where social status is at stake.
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